How does social constructivism as displayed in contemporary educational settings in England compare with the Grossetestian view of the development of human knowledge?

This chapter explores differences between the historical Robert Grossetestian and modern social constructivist models of learning. Social constructivism holds that cognitive functions including learning are dependent on interactions with others. According to social constructivism, learning must be seen not only as the assimilation of new knowledge by the individual, but also as the process by which learners are integrated into a knowledge community. Although the process of learning according to social constructivism is similar to the one that Grosseteste introduced, there are interesting differences in the ways in which the processes are assumed to be experienced by the individual. Learners in both Grossetestian theory and social constructivism play an active role in cooperation with their teacher, who facilitates the learning process by helping learners connect their aspectus with their intelligentia as much as possible so that they can reach the highest form of knowledge.